english lecturers’ methods and techniques in …eprints.unm.ac.id/11034/1/jurnal m....

ENGLISH LECTURERS’ METHODS AND TECHNIQUES INTEACHING WRITING AT STKIP TAMAN SISWA BIMA,

WEST NUSA TENGGARA

Muhammad Yani1

[email protected]

Kisman Salija2

[email protected]

Sultan Baa3

[email protected]

Abstract: The objective of this research were to find out: (i) the lecturers’ methodsand techniques applied in teaching writing, (ii) lecturers’ reasons of applied themethods and techniques in teaching, and (iii) lecturer’s consistency of applied themethods and techniques in teaching writing.

This research employed case study design. The participants of this research wereMrs. An and Mrs. Pin (Pseudonym) two English lecturers of STKIP Taman SiswaBima. The data were collected through classroom observation, interview anddocumentation. The data was analyzed by using interactive models (Miles, Huberman,& Sdana, 2014).

In terms of the result of the research two lecturers performed differences methodand techniques were: (1) Mrs. An applied the communicative language teachingmethod and controlled to free writing as a technique, and (2) Mrs. Pin applied directmethod and the techniques was a free writing. Furthermore, it was also found, thereare several reasons from the both of the lecturers on using the method and techniques,both of their reasons involved the characteristics of materials, and practical materials.Whereas, the performed of lecturers consistency indicated that; (1) Mrs. Animplemented the method and technique was not in line with the lesson plan. So, shewas inconsistency in teaching and learning process in the classroom. (2) Mrs. Pin wasunconsciousness to believe and actually do in the classroom also may not beconsistent or contrast with the lesson plan was used as the material to support inteaching process in the classroom.

Key Words: English Lecturers’ Method, Techniques and Writing

INTRODUCTION

Writing is one essential language skill that should be learned and mastered bystudents. In this context, writing is taught by lecturers as a compulsory subject at

college. However, teaching writing is not easy for lecturers particularly to enhancestudents writing skill. Huy (2015, p. 2) defined that “writing is a complexmetacognitive activity that draws on an individual’s knowledge, basic skill, andability to coordinate multiple processes”. Hence, writing is a complex matter in whichstudents should express their ideas, feelings, and opinions through a piece of paper.Besides that, the students must be able to arrange their writing into cohesive andcoherent paragraphs and texts. Writing as a process to get product is influenced bysome elements such as vocabularies, grammar, spelling, punctuation, andorganization of ideas as well as the correlation between sentences, paragraphs, mainideas, and supporting ideas. It is supported by Richards and Renandya (2002, p. 303)stated that “the difficulty lies not only in generating and organizing ideas but also intranslating these ideas into a readable text. The skills that are involved in writing arehighly complex”. It is supported by Harmer (2004, p. 31) explained that “writingshould encourage students to focus on accurate language use and, because they thinkas they write, it may well provoke language development as they resolve problemswhich the writing puts into their minds”.

This researcher was not the first on this area of the research in teaching writingdetermining the methods and techniques for teaching and learning process of writing.This was debater among researcher (Güneúa, Dileka, Celikoglu, & Demira, 2011;Setyono, 2014; Tidore, 2016) the components teaching models, method, approach,strategy, and techniques applied by lecturers in language teaching and learningprocess especially in writing course (see Chapter 2). So, this phenomenon issometimes still ignore and less attention from the lecturers. Thus, lecturers shouldfind out solves to overcome such a problem. The problems of writing covers choosingthe appropriate words, and formulating grammatical sentences, mastery rule ofsentences, vocabulary, and the knowledge of mechanism (Richards & Renandya,2002).

Based on the preliminary research (on August 15th, 2017) the lecturers of STKIPTaman Siswa Bima were identified: they lack of experience and lack of knowledge inteaching writing because the college of STKIP Taman Siswa bima was a newcollege. It was about seven years old. Because of that, the researcher was interestedto conduct a research under the title “English Lecturers’ methods and techniques inteaching writing at STKIP Taman Siswa Bima”.

RELATED LITERATURE1. The Definition of Method

According to Richards and Rodgers (1986, p. 16) a method is theoreticallyrelated to an approach, organized by the design, and practically realized in procedure.

Moreover, Anthony in Brown (2000, p. 113), method was described as an overallplan for systematic presentation of language based upon a selected approach. Thisexplanation describe that method is the implementation of selected approach. WhilePatel and Jain (2008, p. 71), “Method is systematic and scientific way of teaching anysubject which guides teacher "How to teach" and "How his teaching may beeffective". By applying the method, the teacher will be able to transfer informationeasily, select the resources, and define the roles of students. The method which is usedmust be match by the level scientific content that motivates the teacher to conductcreative activity.

Based on Kumaravadivelu (2006, p. 83), “Method is central to any languageteaching enterprise”. It means that method is the main component in teachinglanguage process especially in teaching English language. It is a plan for presentingthe language material to be learned and should be based upon a selected approach.Method refers to the way of teaching a language and approach refers to the theories oflanguage learning. Moreover, method cannot be separated from approach, strategy,and technique because strategy and technique must be consistent with a method andthe approach to the students.2. The Definition of Technique

Technique is implementation (Richards & Rodgers, 1986, p. 15), a technique issomething that actually takes place in language teaching or learning in the classroom.In addition, a technique is a single activity that comes from a procedure. Anyone ofthe steps of the procedure list above qualifies as a technique. Naturally, variousmethods employ various techniques. Furthermore, Technique was the activitiesmanifested in the classroom and it has to be specific and consistently in rhyme withthe former terms. So, we can say that the technique is the execution from ourassumptions and plans (Brown, 2004).

According to Brown (2001, pp. 15-16) technique is any exercise, activities, andtasks in the classroom to meet the objectives or goal of learning. So, it means that allactivities that take place in a language class are techniques. Techniques are notexclusive to certain methods. To some extent, different methods may have similartechniques even though they must have different techniques. Language teachers maydevelop their own techniques as long as the techniques are still consistent with theassumptions or theories of the methods from which the techniques derive. Techniquesnot only include the presentation of language material but also the repetition of thematerial. Therefore, the position of a technique is at the implementation phase and itis often called procedure while approach and method are at the level of design(Richards and Rodgers, 1986: 16).

Based on the explanation above it can be concluded that language teachinginvolves approaches that lead to methods, methods that are broken down intoprocedures and procedures that are a collection of techniques. Understanding howthese concepts interrelate can help a teacher know the reasons behind their choices inhow they choose to teach.3. The Definition of Writing

Writing can be widely defined from several perspectives. In the language learners’perspective, writing can be classified as productive skills besides speaking. Writingproduces written language, while speaking can produce spoken language; both ofthem are very different. The difference between speaking and writing comes from thecharacteristics. Weigle (2002, p. 15) provides the characteristics that differenceswritten language from spoken language in terms of the permanency, production time,distance, orthography, complexity, formality and vocabulary.RESEARCH METHOD

This research employed case study design to find out the methods and techniquesapplied by the lecturers’ in teaching writing. Gay, Mills, and Airasian (2012, p. 444)stated that “case researcher is a qualitative research approach in which researchersfocus on a unit of research known as a bounded system”. Bounded system iscomposed of an individual (or institution) and a site, including the contextual featuresthat inform the relationship between the two (Yin, 2003, pp. 68-69). The procedure ofcollecting data was obtained from classroom observation, interview, anddocumentation. The classroom observation consisted of two Lecturers regarding inteaching writing using method and technique in the classroom. The interviewconsisted of two Lecturers conducted when the Lecturers finished in teachingprocess, and documentation (lesson plan) used to compare the Lecturers teaching andlearning in classroom process. The qualitative data was analyzed using interactivemodels from miles, huberman and sdana (2014).FINDINGS AND DISCUSSIONFindings1. Lecturers’ methods and techniques applied in teaching writing.

a. Mrs. An1) Method in teaching writing

Observations PrinciplesLecturer : The Lecturer explains the

teaching materials in thelearning process. Forexample how to take the

“Tell about modern market and semimodern market and beach alsogeneral”, E.g. Lawata beach, Kalakibeach).

StudentsLecturer

::

theme in writing and findthe ideas.They just listen carefully.The Lecturer tells thestudents about how to writeparagraph.

……………………………………….“We start with the topic sentenceusually the easiest, and the easiest iswe make a list of what we want tomake it”.

(Classroom observation, March 13th 2018)The observation data above showed that the Mrs. An was enable to communicate

with the students to compose how to write and how to take the ideas before theystarted make the paragraph. It means that the Mrs. An emphasizes the greater andmore fully activity when the student recording ideas and information, in which wasthe Lecturer teaching and learning process.

Observations PrinciplesLecturer : Before she started in teaching

and learning process, she remindthe students related to theprevious meeting andcrosscheck the students task.

Students : The all students are quiet andlisten carefully.

Lecturer : The Lecturer gives advice to thestudents.

Lecturer : The Lecturer brainstorming tostudents about the last previousmaterials she was explaining.

Students : One of them answers.

Lecturer : The Lecturer gives add question.

“This meeting we are going to reviseyour writing”

………………………………………

“I ask for help if in the classwhatever is delivered it pay well”.“Last week, I explained well how tocompose the paragraph; I explainedhow to make a good, correct, andefficient paragraph”) and during theexplanation and give assessed abouttheir task, the Lecturer reminds theirprevious meeting; (“Anyone still notremember what is most important ina paragraph?”.………………………………………

“Number of sentences, paragraphsconsisting of 5 sentences to 8sentences”.“One paragraph should contain onetopic sentence and we find the topicsentence in the?”

Students : One of the students answer. “The beginning of paragraph”.

(Classroom observation, March 20th, 2018)The classroom observation data above showed that the Mrs. An has creativity to

allow her to do or communicate with the students. It can be seen from the contents inher teaching and learning process. It means that the Mrs. An stresses in assessing thetask of her students.

Observations PrinciplesLecturer :The lecturer always reminds to

students about the task a weekago and composed andcrosscheck or fixes the task ofstudents.

Students : The students crowded to answerthe question.

Lecturer : The lecturer explained.

Students : They said anymore.

Lecturer : The lecturer asking to student toclarify they wrote.

Students : One of the students answer.

“Are there many young people,small or old. The lecturer askedagain, “which is small here?”

”Young people”, they also said,“maybe who have a thin body Ms”.“If you said “young people” it wasinclude small.”“Maybe, most of them young peopleand children”.“So if the statement was youngpeople, it was talking about childrento adolescence”.“Adolescence Ms.”

(Classroom observation, March 27th, 2018)

From the observation data above it can be seen that the Mrs. An always used toperform a function as the source of the knowledge through manage of process inteaching and learning in the classroom. It means that the students must be able tochoose appropriate form in the writing context.“Baik, jadi khusus untuk semester ini memang saya pakai mind mapping.”

“Okay, for this semester I use mind mapping.”(Interview Mrs. An, April, 10th, 2018)

Remarks 1 above from the Mrs. An it can be seen on her stated in this semester Ichoose the mind mapping. But, the Mrs. An indicated in which was at she taught inthe classroom were different.1) Techniques in teaching writing

Observations PrinciplesLecturer : The Lecturer asking for the student

to spread out of paper, It is used towrite a task.

”Is there anyone, but remember thecontent of paragraph must identic.So, the said a paragraph it was a

Students : One of the students asked.

Lecturer : The Lecturer answers the question.

Students : One of the students asked.

Lecturer : The Lecturer explains again howto get the topic sentences.

unity or connecting with oneanother then have topic sentencesand adequate development it wasnot to get out of topic sentence.“Is it okay to write one or twotopics”.“Should not discuss two things in aparagraph, for example, we have 3people in English, in the firstparagraph you describe or exploreabout me. So it should not be in themiddle of the paragraph you moveabout another, you tell about mryani must be completely new toanother, that's unity.”“Double focus oreven…aaa…aaa..?””In the selection of paragraphs theselection of the topic should notchoose a specific topic, such as thetheme of the Lecturer, the topic iswriting lecturer”.


The observation data above indicated that the lecturer has been conducted to givethe student work to make a written task. The lecturer used written task to explorequalifies in a single activity that’s comes from the student.

Observations PrinciplesLecturer : The Lecturer asking for the

students to read their friends taskin front of the class.

Students : One of them said.

“Is there anyone can help me to readnuraisah wini’s task”?) and Lecturercalled one of them to read the task infront of the class. She helps thestudent when he found difficulties inreading the task of his friend”.During the reading session, sheallows fix the students grammatical,and change the present into past inthe text. During the Lecturer givequestion and answering, the Lecturerremind again about how to pick upthe main ideas in the paragraph.”“Kalaki beach”

Lecturer : The Lecturer explain about howto identify the topic sentences.

Students : The one students tried to answer.

“Remember topic sentences at thebeginning of paragraph”“An introduction to West NusaTengara”.


The observation data above it can be seen that the Lecturer sometimes fixes thegrammatical error was making the student and the same time the Lecturer remind tothe students how to identify the topic sentences in the paragraph. The result of thestudent’s task is read by the other students in front of the class.

Observations PrinciplesLecturer : The Lecturer read one of the

tasks of student aboutdescriptive text.

Students : One of the students comes infront of the class.

Lecturer : The lecturer gave the clue toread start from where.

Student : The students she would like toread the task on the slide butblank…..the projector was shutoff.”

“The topic was “Falcao Cave” anddial next slide read another task ofthe students, the last invited one ofthem for read of the task of theirfriends in front of the class”.………………………………………

“Before a word of atmosphere, orwhat?”.……………………………………….


The observation data above indicated that the Lecturer showed one of thestudents’ tasks. It means that the Lecturer would like its task as a sample for otherstudents. Meanwhile, the result of the task the Lecturer invited one of them to read infront of the classroom.“Jadi, saya itu membebaskan mahasiswa untuk memilih topiknya sendiri”“So, I gave the students to choose their own topic”

(Interview Mrs. An, April, 10th, 2018)

From the remarks 2 above indicated that the Mrs. An prefer to give the chance tothe students chosen the own topic than give the topic orally. She prefers the studentswritten by their own ideas because it does not take a lot of time. Orally is one ofassessment which Lecturer can use to assess student’s knowledge.a. Mrs. Pin

1) Method in teaching writing.

Observations PrinciplesLecturer : The Lecturer invite (call one by

one) the students to sit in front ofher desk.

Students : She opened her task.Lecturer : The Lecturer asking for the

students to read aloud the task.

Students “Just nodded”

“Please !, read your task”.

“She gives one for lecturer and oneof them for herself.””Read aloud, please!. So, I can fixyour grammatical”.……………………………………..


The observation data above indicated that the lecturer conducted the directinvolvement when the student’s reading the task. It means that the Lecturer focuseson good pronunciation of the student. So, the result of the activity is carried out thenatural of teaching.

Observations PrinciplesLecturer :The Lecturer is checking the

attendance of the students andasking for students to preparetheir task

Students : No comment…Lecturer :The Lecturer calls the students to

sit in front of her desk;Students : Just nodded.

“Others students study, please!”.

……………………………………..“Please!, read your task”.

……………………………………..(Classroom observation, March 21st, 2018)

The observation data above indicates that the lecturer conducted the teachingwriting was attention about the unit of sentence. It means that the Lecturer call one byone of the students to know their understood about the task.

Observations PrinciplesLecturer : The Lecturer is checking the

attendance of the students andasking to the students to preparetheir task

Students : Just listen the Lecturer call thestudents based on the attendancelist and the turn one of thestudents was called.

Lecturer : Surprised!.

……………………………………..

“Their friends said, she has returnedhome Ms.”.

“Ha?” and asking question again, shehas gone home? She took attendancelist and gives the mark and continued

to others students. But, the problemwas as like as before. Finally, one ofthem comes in”.


The observation data above showed that the Lecturer do the same activity whenshe came in teaching. It can be seen she always called the students one by one to facewith her for to know the students understand well or not about their task.“Okey, kalau berbicara masalah metode, saya tidak menggunakan metode yangberdasarkan teori para expert saya menggunakan teori saya sendiri, maka saya kasihnama itu direct guidance, jadi saya memnadu sendiri cara mereka menulis jadi, tidaksecara kolektif tapi secara individu.”

“Okey .. If I was talking about the method, I do not use method based on the theoryof the experts I use my own theory. So, I gave the name is direct guidance, so I guidemyself how they write not collectively but individually”

(Interview Mrs. Pin, April, 10th, 2018)

Remarks 3 above indicated that Mrs. Pin has selecting methods for teachingstudents in writing but she decided by take her own method. However, the method ofher usage was the same with the expert method is direct method.

2) Techniques in teaching writingObservations Principles

Lecturer : The Lecturer invited (call one byone) students to sit in front ofher desk;

Students : She opened her task, one forlecturer and one of them forherself.

Lecturer : The Lecturer asking for thestudents to read aloud the task.

Students : Just do it, no commentLecturer : The Lecturer sometimes fixes

the grammar what the studentsread.

Students : Just keep silent and followinstruction

Lecturer : The lecturer asking for thestudents to repeat if the studentsread mistakes.

“Please, read your task”.

……………………………………..

“Read aloud. So, I can fix yourgrammatical.”……………………………………..“Please, read carefully, do not sohurry it was many mistakes later”.

……………………………………..

“E.g sophistication”


The observation data above indicated the Lecturer give the chance to students forread about their task. It means that the Lecturer would like to know how far thestudents understand about their task and their pronunciation. Even though, if theLecturer found the mistaken when the student read, she was directly to correct it.


students to read aloud the taskand Lecturer sometimes fixesthe grammar what the studentsread.

Students : She continued to read aloud andno comment…..

Lecturer : The Lecturer asking for thestudent to read again and askingfor the students to repeatanymore if the students readmistakes.

Student : Followed her read, too.

”Continued to others“

…………………………………….

“E.g. what a silly question”.

“What a silly question”(Classroom observation, March 21st, 2018)

The observation data above indicated the same techniques when she has beenteaching in the classroom, it can be seen the instruction of the Lecturer were askingfor to the students to read aloud their task. So, she can fix the grammatical of thestudents.


students to read aloud thetask.

Students : followed the instruction, nocomment

Lecturer : The Lecturer sometimes fixesthe grammar what thestudents read.

Students : Also repeated.

“Read aloud so I can fix yourgrammar”.

…………………………………………

“Obligated”.

“Obligated”(Classroom observation, March 28th, 2018

The observation data above showed that the Lecturer again and again do the sametechnique in teaching she gave the opportunity to the students to express their ideas inwriting task. It means that she was covered interactive by read aloud their task andsometimes she fixes their grammar.

“Cara saya mengajar mereka cukup satu pertemuan saja, saya kasih materi caramembuat essay lalu selanjutnya saya suruh mereka praktek, pada saat praktek sayatidak mengsubmit paper mereka lalu saya koreksi sendiri, lalu saya berikan kemereka satu persatu usahakan bawa papernya, lalu saya koreksi face to face jadisaya akan tahu sendiri mereka si A oh seperti ni masalahnya, si B ternyata seperti inimasalahnya dan masih stak di paragraf berarti dia di kasih semacam treatmentkhusus buat si anak yang belum bisa buat essay jadi tidak ada metode khusus kalausaya.”

“The way, I teach them that just one meeting, I gave the material how to make essayand then I send them practice, at practice I do not submit their paper then I correctedmyself and then I give them the score is not like that, so I call them one by one, thentry to bring the paper and then I correction face to face, so I will know themselves thestudent (A) oh the problem is like this, the student (B) was still not able to write essayand still stopped in the paragraph. It means he/she is in gave such a special treatmentfor the students who cannot make essay so there is no special method in mine.”

(Interview Mrs. Pin, April, 10th, 2018)

The remarks 4 above it can be defined that Mrs. Pin prefers call the students oneby one than collective in groups. She stated that by face to face she can be correcteddirectly and knows the mistakes and weakness in each student. It means that Mrs. Pinminimalize correction of students error.

As showed in the findings above, there were lecturers’ method and techniquesregarding the teaching writing in the classroom process. Mrs. An and Mrs. Pin wereapplied method and techniques were discussed into some points below:

The findings from classroom observation data revealed that they have the methodand technique each other in teaching writing process in the classroom. According toPatel and Jain (2008, p. 71) “methodology is a systematic and scientific way ofteaching any subject which guides teacher "How to teach" and "How his teachingmay be effective" and then technique is implementation (Richards & Rodgers, 1986,p. 15), a technique is something that actually takes place in language teaching orlearning in the classroom. However, both of them have different method andtechniques in the teaching process.

The findings data of the classroom observation the method applied by Mrs. Anwas communicative language teaching (CLT). The communicative language teachingmethod such as an approach to foreign or second language teaching whichemphasizes that the goal of language learning is communicative competence. TheCLT method stated by Littlewood (1981, p. 1) explained that “one of the mostcharacteristic features of communicative language teaching is that it pays systematic

attention to functional as well as structural aspects of language, combining these intoa more fully communicative view”, and then the Mrs. An was used the controlled-to-free as the technique in teaching writing. The controlled to free is sequential studentsare first given sentence exercises, then paragraphs to copy or manipulategrammatically by, for instance, changing questions to statements, present to past,or plural to singular (Raimes, 1983). It means that the Mrs. An applied the methodand technique was in teaching writing process was effective. In additional, supportedby the research that has been conducted by Sajjad (2013) which was revealed thateffective teaching methods is a way to suggest improvements in teaching orlearning process. Similar with the percentage findings above which revealed that theLecturers had the creative and innovative thinking to improve their activities inteaching process in the classroom.

The classroom observation data above also supported by the interview datainvolves the remarks 1 to remarks 2. The findings of the remarks s from interviewdata the researcher found that the Mrs. An used mind mapping method. The mindmapping method such as the brain as an ability stores information stated by Buzan(2005) mind mapping was the method to facilitate someone to write and recallinformation that has been stored. It is an effort to develop the activity of thinking inall directions, capturing thoughts in different angles and develop divergent thinkingand creative thinking. But, it contrasted with the classroom observation indicatedabove the quality of classroom interaction is addressed by both the lecturers andstudents. However, the lecturer identified that nominated actively then the studentswhen it comes to a lecturer’s effectiveness as an educator (Crosnoe, Johnson, &Elder, 2004) defined an approach to accountability that includes a broader range ofmeasurement of effective classroom instructional practices should include therelationships the teacher builds with her/his students. Also Marzano and Marzano(2003, p. 91) studied the practices of effective teachers and determined that “aneffective teacher-student relationship may be the keystone that allows the otheraspects to work well”. Additionally, supported by the research that has beenconducted by Luz (2015) revealed that teachers and students value a supportive andcaring relationship between them and that interaction is essential to the teacher-student relationship. This sense of caring and supporting from teachers motivatesstudents to become a more interested learner. Students benefit and are motivatedwhen their teachers create a safe and trustful environment and also the methods andtechniques teachers’ uses, makes students feel engaged and stimulated to participatein the learning process. The students have in their mind that a positive relationship

with their teachers positively impacts their interest and motivation in school whichcontributes to the enhancement of the learning process.

While, the finding on the remarks 3 to remarks 4 Mrs. Pin applied the method was;direct guidance method or the otherwise direct method and free-writing as thetechniques in teaching process. The Mrs. Pin applied the individual task because thelecturer invited the students one by one to read aloud in front of the class, it wascalled direct guidance for students. As long as the teaching followed the sequence ofdirect guidance method was in line with the free-writing as a technique. It means thatin teaching students that personal and emotional aspects of the "self" are welcomeand are often seen in all types of writing, including academics as stated by Raimes(1983, p. 7) the free-writing is the teaching of writing by assigning vast amounts offree writing on given topics, with only minimal correction of error. Alternatively,some students might volunteer to read their own aloud to the class.

The observation data also supported the lecturers’ method and technique regardingthe teaching writing in the classroom. The lecturers interacted with teaching writingshowed that the lecturers tended to compose the method and technique since it hasbeen conducted from the beginning, during and closing of the teaching and learningprocess. In this term, the method and technique that the lecturers used to interact withthe students in teaching and learning process that can support them to do interactionwith the students. The finding also supported by the research that has been conductedby Soares and Luz (2015) which is revealed that supportive relationship betweenteachers and students in the classroom can improve the learning process. By having agood relationship with students, teachers can offer to students chances to bemotivated and feel engaged in the learning process. So, students will be activelyinvolved in learning rather than being passive learners.2. Lecturers’ reasons applied methods, and techniques in teaching writing.a. Mrs. An

1) Did not know the differences of method and techniques. It can be indicatedfrom her remarks below;“Baik, untuk semester ini saya menggunakan metode, kenapa? Karena masalah yangdi hadapi oleh mahasiswa itu mereka kadang bingung untuk mereka mau menulis itumulai dari mana, atau apa yang harus emm, di tulis pertama kali, atau menjadi topicsentencenya apa gitu.”

“Okay, for this semester I use the method, why? Because the problem faced by thestudents those they sometimes confused to they want to write it from where, or whatin first write, or what the topic sentence of it”.

(Interview with Mrs. An, April, 10th, 2018)

The remarks 5 above indicated that the lecturer choosing methods used toteaching writing in which was considered as communicative language teachingmethod. It means that the method could help students to be active in thinking and alsocould help lecturer in delivering the material easily.“Okay, baik..ini mata kuliah writing inikan berkelanjutan dari semester lalu itu tidakmemkai metode apapun karena saya juga baru mengajar writing baru 2 semester ya,semester kemarin itu tidak memakai apapun, jadi kendalanya itu mereka eeematakuliah lebih pasif lagi dengan tidak adanya metode. Makanya semester ini di ujicobalah pakai metode.”

“Ok. Right, the writing subject was continuing from the last semester, but in the last Iwas not in use any kinds of method because I was a new lecturer in this subject it’sabout two semesters. So, the problem is this course was passive, so they morepassively again in not in use the methods. So this semester in the test try to use themethod”

(Interview with Mrs. An, April, 10th, 2018)

From the remarks 6 above showed that the Mrs. An prefer in using the methodthan was not in use. It can be seen in her stated that this course was passive it will bepassively was not using the method.“Iya, eh..kalau metodenya langkah-langkahnya kan udah paten, udah pakem ya,prosedurnya sudah ada, tapi ya itu ada improvisasi dengan teknik itu sendiri jadimenyesuaikan dengan kondisi kelas,. Jadi, sejauh ini hampir setengah semesterberjalan ini, jadi, alasanya mereka bebas creat atau menulis atau menentukantopiknya sendiri. Kemudia dari topic tersebut ehh barulahkita suruh buat mindmappingnya gitu. Jadi bisa saja satu mahasiswa itu punya eehh topic yang sama ataupunya ide yang sama tapi punya gambaran yang berbeda.”

“Okay, the method was valid and also with the steps and procedure of it, but in theclassroom I did the improvisation. So, almost a half semester go on in using themethod. So the reason they are free to create or write or determine the topic itself thenthe topic of it. Then we have to make mind mapping. Finally, one student it can behas the same ideas and topic but the implementation were different.”

(Interview with Mrs. An, April 10th, 2018)The remarks 7 indicated that the Mrs. An gained the data from the interview

above showed that Lecturer teaching techniques was using the controlled-to-free inteaching writing course. It was making the students has creative and innovativethinking. It means that these teaching techniques could help students to understandthe material and also could help Lecturer in delivering the material easily.

b. Mrs. Pin1) Did not know the differences of method and techniques. It can be indicated

from her remarks below;“Okey. Kenapa saya menggunakan metode sendiri saya bisa merasakan hasilnya disemester lalu, okey..di semester lalu, jadi saya bisa ceritakan ada mahasiswanamanya rahlah dia saya merasa putus asa sama anak ini karena dia tidak bisasekali membuat sentence saja masih acak-acakan saya gak tahu meanignya gimanagitu.”

“Ok.. Why I use my own method, I can feel the result in last semester, in lastsemester. So, can I tell you there is a student whose name is Rahlah, I despaired thisstudent because she cannot make a sentence even just still messy, I do not know whatthe meaning of it.”

(Interview with Mrs. Pin, April 10th, 2018)

Remarks 8 that the Lecturer data of interview above showed that, Lecturer thoughthat the teaching method was using in teaching writing was direct guidance, theLecturer think it was effective and appropriate for students because the material inwriting required many explanations of Lecturer and many practically from students tounderstand the material.“Bukanya,,gak mau mengambil metode yang lain cuman saya biasanya iniberdasarkan kondisi siswa, saya sudah membaca beberapa metode tetapi itu banyakmaaf saja levelnya terlalu tinggi untuk level mahasiswa kita, kita harus menggunakanmetode yang memang sesuai dengan kondisi mahasiswa kita.”

“No, I do not want to take another method, I usually use this based on the conditionof the students, I have read some methods but it is sorry, the level is too high for ourstudent, we must use methods that are in accordance with the situation of our studentcondition”


The remarks 9 above indicates that Lecturer was having got the problem with themethod written by experts, she expressed it was so high level and then she foundother alternative to her student in teaching writing course. So, the result is verysatisfying for the Lecturer personally.“Saya memberikan kesempatan ke anak-anak untuk melakukan praktek menulis,setelah mereka sudah selesai menulis saya kasih tahu waktu untuk saya dan merekamerevisi, saya menganalisa atau saya me..me..apa namanya ilmu kedokteran itu

membedah ini kesalahanya apa saja lalu saya beri tahu kamu masih kurang disini,masih kurang disini, kasih motivasi untuk belajar lagi.”

“I give the opportunity to the students to practice writing, after they have finishedwriting, I gave the time to them and I revised, I called them one by one and then Irevised, I analyzed or I mm..mmm…mmm. What is the name of medical sciencedissect this mistakes anything then I tell you..oh….you still less here, still less here,give motivation to learn again”.


The remarks 10 above indicated that the technique of the lecturer gives thechances to the students for make a practice about writing an essay. He stated that afterthe students have finished their writing the lecturer called them one by one to readaloud and then the lecturer directly corrected about their task. It was also effectmotivated by the student and then can improve their writing in English also theirreading, pronunciation and grammatical.

The findings from remarks 5 to remarks 10 exposed that the lecturer’s reasons ofthey applied the method and technique were in teaching writing process in theclassroom. The method and technique were could help students to active in thinkingand also could help lecturer in delivering the material easily. This finding was similarto the Kumaravadivelu (2006, p. 83), stated “method is central to any languageteaching enterprise”. It means that method is the main component in teachinglanguage process especially in teaching English language and techniques not onlyinclude the presentation of language material but also the repetition of the material(Richards & Rodgers, 1986). It can be seen from the remarks 6 to remarks 7 whichindicated that the Mrs. An prefer using the method than was not in use the method.According to Tidore (2016) the lecturers applied the correct method it couldmotivated and created students creativity in the classroom. It was similar with thisresearcher that the lecturers created the teaching and learning process it was involvingthe interaction of lecturer and students.

The finding of Mrs. An was contrast with the Mrs. Pin. The findings fromremarks 8 to remarks 10 expressed that the Mrs. Pin was having got the problem withthe method written by experts, she said that it was so high level and then she foundother alternative to her student in teaching writing course. It means that Mrs. Pin wasapplied that the teaching method using her own method it was called direct guidancebut she unconsciousness direct guidance was similar with direct method, the lecturerthink it was effective and appropriate for students because the material in writing

required many explanations of lecturer and many practically from students tounderstand the material.

Furthermore, Sajjad (2013) exposed that most of the students rated lecturermethod as the best teaching method. It was a practical ways to develop the lecturers’skills. It was similar to the students’ perception about the lecturer method in teachingin university. Marmah (2014) It can be concluded that there is no statistical differencebetween gender and level in terms of preference for the lecturer. However, there isstatistical significance difference between full-time and part-time and age of studentsin terms of their preference for the lecturer method. In general, the researcherrevealed that undergraduate students in this researcher do not totally share witheducation experts negative views of the lecturer method.3. The Lecturers’ Consistency in applying the methods and techniques based

on the lesson plan in teaching writing.a. Mrs. AnThe researcher wants to know the extent of lecturers’ consistency in applying the

method and techniques based on the lesson plan involves classroom observation,interview and documentation. In the meeting I, II, and III of the classroomobservation from Mrs. An in applying the method and techniques in teaching writingprocess. As such as below:

Observations PrinciplesLecturer : Say greeting

Students : Answer the greeting

Lecturer : call the attendance of thestudents and give adviceand motivate..

Lecturer : The Lecturer explains theteaching materials in thelearning process. Forexample how to take thetheme in writing and findthe ideas;

Students : They just listen carefully.Lecturer : The Lecturer tells the students

about how to writeparagraph.

Lecturer : The Lecturer asking for thestudent to spread out ofpaper, It is used to write a

“assalamualaikum warrahamtullahiwabarokatuh”“waalaikum salam warrahmatullahiwabaraokatuh”………………………………………………………………….

“Tell about modern market and semimodern market and beach also general”,e.g. lawata beach,kalaki beach).

………………………………………….“We start with the topic sentence usuallythe easiest, and the easiest is we make alist of what we want to make it.””Is there anyone, but remember thecontent of paragraph must identic. So,the said a paragraph it was a unity or

task.

Students : One of the students asked;Lecturer : The lecturer answers the

question.

Students : One of the students asked.Lecturer : The Lecturer explains again

how to get the topicsentences;

connecting with one another then havetopic sentences and adequatedevelopment it was not to get out oftopic sentence.”“Is it okay to write one or two topics”“Should not discuss two things in aparagraph, for example, we have 3people in English, in the first paragraphyou describe or explore about me. So itshould not be in the middle of theparagraph you move about another, youtell about Mr Yani must be completelynew to another, that's unity.“Double focus or even…aaa…aaa..?”“In the selection of paragraphs theselection of the topic should not choosea specific topic, such as the theme of theLecturer, the topic is writing lecturer”.).

Lecturer : Before she started in teachingand learning process, sheremind the students related tothe previous meeting andcrosscheck the students task,

Students : …………………………….

Lecturer : The Lecturer gives advice tothe students.

Lecturer : The Lecturer brainstorming tostudents about the lastprevious materials she wasexplaining.

Students : One of them answers.

Lecturer :The Lecturer gives addquestion.

Students : One of the students answer.

“This meeting we are going to reviseyour writing”.

“The all students are quiet and listencarefully.”“I ask for help if in the class whatever isdelivered it pay well”.“Last week, I explained well how tocompose the paragraph; I explained howto make a good, correct, and efficientparagraph”) and during the explanationand give assessed about their task, theLecturer reminds their previous meeting;(“Anyone still not remember what ismost important in a paragraph?”.“Number of sentences, paragraphsconsisting of 5 sentences to 8sentences”.“One paragraph should contain one topicsentence and we find the topic sentencein the?”“The beginning of paragraph”.

Lecturer : The Lecturer asking for thestudents to read their friendstask in front of the class.

Students : One of them said.Lecturer : The Lecturer explain about

how to identify the topicsentences.

Students :The one students tried toanswer.

“Is there anyone can help me to readnuraisah wini’s task”?) and Lecturercalled one of them to read the task infront of the class. She helps the studentwhen he found difficulties in reading thetask of his friend”. During the readingsession, she allows fix the studentsgrammatical, and change the present intopast in the text. During the Lecturer givequestion and answering, the Lecturerremind again about how to pick up themain ideas in the paragraph”.“Kalaki beach”“remember topic sentences at thebeginning of paragraph”

“An introduction to West NusaTengara”.

Lecturer : The Lecturer always remindsto students about the task aweek ago and composed andcrosscheck or fixes the task ofstudents.

Students :The students crowded toanswer the question;

Lecturer : The Lecturer explained.

Students :They said anymore.

Lecturer : The Lecturer asking tostudent to clarify they wrote.

Students : One of the students answer;

Lecturer : The Lecturer read one of thetasks of student aboutdescriptive text.

Students : One of the students comes infront of the class.

“are there many young people, small orold. The Lecturer asked again, “which issmall here?.

“Young people”, they also said, “maybewho have a thin body Ms.”“If you said “young people” it wasinclude small”.“Maybe, most of them young people andchildren”.“So if the statement was young people, itwas talking about children toadolescence”.“Adolescence Ms.”

“The topic was “Falcao Cave” and dialnext slide read another task of thestudents, the last invited one of them forread of the task of their friends in frontof the class”.…………………………………………

Lecturer : The Lecturer gave the clue toread start from where.

Student : The students she would like toread the task on the slide butblank…..the projector wasshut off.”

“Before a word of atmosphere, orwhat?”.………………………………………….

2) Interview data in April 10th, 2018The researcher found that of the interview data from the lecturer’s reason in

applying the method and techniques in teaching writing in the classroom, such asfollows:Remarks 5 “Baik, untuk semester ini saya menggunakan metode, kenapa? Karena

masalah yang di hadapi oleh mahasiswa itu mereka kadang bingunguntuk mereka mau menulis itu mulai dari mana, atau apa yang harusemm, di tulis pertama kali, atau menjadi topic sentencenya apa gitu.”

“Okay, for this semester I use the method, why? Because the problemfaced by the students those they sometimes confused to they want towrite it from where, or what in first write, or what the topic sentence ofit”.

Remarks 6 “Okay, baik..ini mata kuliah writing inikan berkelanjutan dari semesterlalu itu tidak memkai metode apapun karena saya juga baru mengajarwriting baru 2 semester ya, semester kemarin itu tidak memakai apapun,jadi kendalanya itu mereka eee matakuliah lebih pasif lagi dengan tidakadanya metode. Makanya semester ini di uji cobalah pakai metode.

“Okay. Right, the writing subject was continuing from the last semester,but in the last I was not in use any kinds of method because I was a newLecturer in this subject it’s about two semesters. So, the problem is thiscourse was passive, so they more passively again in not in use themethods. So this semester in the test try to use the method”.

Remarks 7 “Iya, eh..kalau metodenya langkah-langkahnya kan udah paten, udahpakem ya, prosedurnya sudah ada, tapi ya itu ada improvisasi denganteknik itu sendiri jadi menyesuaikan dengan kondisi kelas,. Jadi, sejauhini hampir setengah semester berjalan ini, jadi, alasanya mereka bebascreat atau menulis atau menentukan topiknya sendiri. Kemudia dari topictersebut ehh barulahkita suruh buat mind mappingnya gitu. Jadi bisasaja satu mahasiswa itu punya eehh topic yang sama atau punya ide yangsama tapi punya gambaran yang berbeda.”

“Okay, the method was valid and also with the steps and procedure of it,but in the classroom I did the improvisation. So, almost a half semestergo on in using the method. So the reason they are free to create or writeor determine the topic itself then the topic of it. Then we have to makemind mapping. Finally, one student it can be has the same ideas and topicbut the implementation were different.”

3) Documentation data (Lesson Plan)The researcher found that from the lesson plan of the lecturer in teaching process

in the classroom, it could be proved by the table 4.1 as follows;

WeeklyAbilityexpecte

d

StudyMaterials

LearningMethod

TimeEvaluati

oncriteria

Rate

1 2 3 4 5 6 7 8II Draw topic

into mindmapping

MindMapping

75minutes

MindMappingDrawing

20%

III Paragraph composed

mindmappingand draw itintoparagraph

Speech Mind

Mapping

75minutes

Studentstexthandwriting

20%

IV Thestudents beable tounderstand andanalysis

Reviewstructureandcontentstudentshandwriting

Speech 75minutes

20%

Source: Lesson plan of Mrs. An

The findings based on the classroom observation data it was contrasted withinterview data and the documentation data (lesson plan) above displayed by Mrs. An.The study identified that the Mrs. An used communicative language teaching methodand the controlled-to-free as a technique. It can be seen from the contents ofobservations field notes (see appendix 4). In addition, the study found that data from

classroom observation, interview and the document above showed that the Mrs. Aninconsistency in teaching and learning process in the classroom.a. Mrs. Pin

In the meeting I, II, and III of the classroom Observation from Mrs. An inapplying the method and techniques in teaching writing in the classroom.

Observations PrinciplesLecturer : The Lecturer invite. (Call one by

one) the students to sit in front ofher desk.

Students : She opened her task.


Students : “Just nodded”

Lecturer : The Lecturer invited (call one byone) students to sit in front of herdesk.

Students : She opened her task, one forlecturer and one of them forherself.


Students : Just do it, no commentLecturer : The Lecturer sometimes fixes the

grammar what the students read.Students : Just keep silent and follow

instructionLecturer : The Lecturer asking for the

students to repeat if the studentsread mistakes;

“Please !, read your task”.

“She gives one for lecturer and one ofthem for herself.””Read aloud, please!. So, I can fixyour grammatical”.……………………………………….

“Please, read your task”.

……………………………………….

“Read aloud. So, I can fix yourgrammatical.”……………………………………….“Please, read carefully, do not sohurry it was many mistakes later”.

……………………………………….

“e.g sophistication”

Lecturer : The Lecturer is checking theattendance of the students andasking for students to preparetheir task

Students : No comment…Lecturer : The Lecturer calls the students to

sit in front of her desk.Students : Just nodded.

Lecturer :The Lecturer asking for thestudents to read aloud the task

“Others students study, please!

……………………………………….“Please!, read your task”.

………………………………………

” Continued to others“

and Lecturer sometimes fixesthe grammar what the studentsread.

Students : She continued to read aloud andno comment…..

Lecturer : The Lecturer asking for thestudent to read again and askingfor the students to repeatanymore if the students readmistakes

Student : Followed her read, too.

……………………………………….

“E.g. what a silly question”

“What a silly question”.Lecturer : The Lecturer is checking the

attendance of the students andasking to the students to preparetheir task

Students : Just listen the Lecturer call thestudents based on the attendancelist and the turn one of thestudents was called.

Lecturer : Surprised!.


Students : followed the instruction, nocomment

Lecturer : The Lecturer sometimes fixesthe grammar what the studentsread.

Students : Also repeated;

……………………………………….

“Their friends said, she has returnedhome Ms.”

(Ha?” and asking question again, shehas gone home? She took attendancelist and gives the mark and continuedto others students. But, the problemwas as like as before. Finally, one ofthem comes in”.“Read aloud so I can fix yourgrammar”.……………………………………….

“Obligated”

“Obligated”

2) Interview data in April 10th, 2018

The researcher found that of the interview data from the lecturer’s reason inapplying the method and techniques in teaching writing in the classroom, such asfollows:Remarks 8 “Okey. Kenapa saya menggunakan metode sendiri saya bisa merasakan

hasilnya di semester lalu, okey..di semester lalu, jadi saya bisa ceritakanada mahasiswa namanya rahlah dia saya merasa putus asa sama anak

ini karena dia tidak bisa sekali membuat sentence saja masih acak-acakan saya gak tahu meanignya gimana gitu.”“Okay.. Why I use my own method, I can feel the result in last semester,

in last semester. So, can I tell you there is a student whose name isRahlah, I despaired this student because she cannot make a sentence evenjust still messy, I do not know what should I do then.”

Remarks 9 “Bukanya,,gak mau mengambil metode yang lain cuman saya biasanyaini berdasarkan kondisi siswa, saya sudah membaca beberapa metodetetapi itu banyak maaf saja levelnya terlalu tinggi untuk level mahasiswakita, kita harus menggunakan metode yang memang sesuai dengankondisi mahasiswa kita.”“No, I do not want to take another method, I usually use this based on thecondition of the students, I have read some methods but it is sorry, thelevel is too high for our student, we must use methods that are inaccordance with the situation of our student condition”.

Remarks 10 “Saya memberikan kesempatan ke anak-anak untuk melakukan praktekmenulis, setelah mereka sudah selesai menulis saya kasih tahu waktuuntuk saya dan mereka merevisi, saya menganalisa atau sayame..me..apa namanya ilmu kedokteran itu membedah ini kesalahanya apasaja lalu saya beri tahu kamu masih kurang disini, masih kurang disini,kasih motivasi untuk belajar lagi.”“I give the opportunity to the students to practice writing, after they havefinished writing, I gave the time to them and I revised, I called them oneby one and then I revised, I analyzed or I mm..mmm…mmm. What is thename of medical science dissect this mistakes anything then I tellyou..oh….you still less here, still less here, give motivation to learnagain”.

4) Documentation data (Lesson Plan)The researcher found that from the lesson plan of the lecturer in teaching process

in the classroom, it could be proved by the table 4.1 as follows;

WeeklyAbility

expectedStudy

MaterialsIndicator

Learningmethod

Assessment

criteria

Rate

1 2 3 4 5 6 7 8II-III The

studentsbe able tounderstand aboutessay text

Basicconceptto makeessaytext

Thestudents beable to thedefine ofessay text The

students be

Speech Appropriateandtruthunderstand

20%

able toknow theimportantthing inessay text

IV-V Thestudentsbe able toknow theimportantthing inessay text

Introductoryparagraph

Thestudents beable tounderstandhow tomakeintroductoryparagraph

Smallgroupdiscussion,presentandquestionanswer

Theappropriate toexplainandunderstanding

20%

Source: Lesson plan of Mrs. Pin

The findings from the observation data above it indicated Mrs. Pin gave theinstruction to the students to prepare their task for presentation face to face in front ofthe Lecturer desks. It means that Mrs. Pin did the direct guidance (see appendix 4) tostudents because the Lecturer invited the student one by one to read aloud their taskand the study found that the Lecturer used the free writing approach as a technique. Inaddition, the study also found that the data from lesson plan above showed that Mrs.Pin inconsistency in teaching and learning process in the classroom.

Writing is expressing ideas or opinion through written media. Writing is the act ofputting down in conventional graphic from something that had been spoken (Rivers,1968). The findings from the classroom observation, interview data and the lessonplan. All of them showed that had different theory and practice in teaching of theEnglish writing. The results are in line with the results of several researchers (Ogan-Bekiroglu & Akkoç, 2009) that beliefs interact with practices in complex ways. Thisfinding of Mrs. Pin showed that unconsciousness to believe and actually do in theclassroom may not be consistent or contrast with the lesson plan was used as thematerial to support in teaching process in the classroom. The inconsistency betweenher theory about teaching and actual practice can be interpreted as these Mrs. Pinhaving adapted to classroom environments, she constructed teaching organized fromthe perspective of the lecturer as self in relation to the teaching context was defined as“the knowledge and beliefs constructed by a teacher” (Simmons, Emory, & Carter,1999, p. 948) the lecturer construct their own theory and practice within each of theteaching contexts in which they work.

In comparing the findings of this research carried out Mrs. An in the classroomobservation, interview data, and the lesson plan data indicated that the Mrs. An gavethe chance to the students for make creative thinking and to be imaginer student. Shestated they are free to find out the topic from their selves. It means that the lecturerimplemented the method and technique was not in line with the lesson plan. Theactual teaching process was in line with the Goelz (2004, p. 23) found that teachers’beliefs and practices were more consistent with the teaching theory and practice oflearning. However, the classroom observations for these cases show that a teachingpractice based totally on such beliefs is anything but easy to accomplish. Even whenlecturer have to do; (a) responsible for a large size of class, (b) following the lessonplan, (c) the examination system, or (d) external pressures on what they must do inthe classroom. All of these factors interfere with the implementation of lecturer itself.

CONCLUSION

Based on the findings and discussion in the chapter four, it can be formulatedsome conclusions as follows:1. There were two participants (Mrs. An and Mrs. Pin) in this research, one of them

used different method as such as; direct guidance method or (Direct method) andthe free-writing as the technique and the other one (Mrs. An) appliedcommunicative language teaching method and the controlled-to-free writing as atechniques in teaching and learning activities in the classroom process.

2. The participants gave their reasons in choosing the teaching method andtechniques. Mrs. An and Mrs. Pin they almost gave the same reasons of using themethod and techniques, both of their reasons involved the characteristics ofmaterials, and practical materials.

Theoretically, all lecturers understood well about the concepts of their teachingmethods and techniques. However, their concepts were in line with theories aboutteaching methods and techniques proposed by experts but they were not aware ofabout it. Practically, their teaching process in the classroom.

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